get involved
Working through New Visions in Action, the Teacher Development Task
Force will disseminate the results of its efforts nationally. If you
are interested in collaborating with colleagues from across the nation
in any of the following working groups, please contact the chairs
of this task force:
Preparing Teachers to Implement Content and Performance Standards.
This working group will look at what teachers need to know and
be able to do to help their students attain the skills and knowledge
represented by the ACTFL K-12 Performance Guidelines and the National
Standards.
- ACTFL K-12 Performance Guidelines: What are the components
of teacher preparation programs that will prepare teachers to
implement these guidelines in their classes?
- National Standards: How can the National Standards best be
integrated into pre-service and in-service programs for foreign
language teachers?
- How can we best assess the performance and knowledge base of
pre-service teachers in language and culture?
- How do all departments and/or programs (foreign language, education,
information technology, and placement site coordinators) cooperate
and collaborate in the preparation of new teachers?
View ACTFL 2003
Report for this group
Internship
This working group will look at the ideal content for a foreign-language-specific
methods course; the ideal characteristics and qualifications of
the cooperating teacher and college/university supervisor; best
practices in the integration of training, classroom experience,
guidance, and supervision; how the methods teacher, supervisor,
cooperating teacher, and student teacher should work together effectively.
- What are the essential components and methods of delivery of
a foreign- language-specific methods course?
- What are the ideal characteristics and qualifications of the
cooperating teacher, including language and cultural proficiency?
What are the ideal characteristics and qualifications of the college/university
supervisor, including language and cultural proficiency?
- What is the most effective way to seamlessly integrate pedagogical
training, technology, student-teacher field experiences, and guidance
offered by the cooperating teacher and the supervisor?
- What are the ideal conditions under which the methods teacher,
supervisor, cooperating teacher, and student teacher work together
most effectively?
View
ACTFL 2003 Report for this group
Induction
This working group will look at the ideal induction program for
new teachers, the ideal characteristics and qualifications of mentors
of new teachers, and the process and components of assessment of
new teachers.
- What are the optimal components of an induction program for
new teachers?
- What are the ideal characteristics and qualifications of mentors
of new teachers?
- What are the elements that should be taken into consideration
in assessing the performance, knowledge, skills, and qualifications
of new teachers? When should this assessment take place? How will
this assessment take place? Who will do the assessing?
View
ACTFL 2003 Report for this group
Inservice
Professional Development
This working group will look at ideal practices of professional
development in terms of support, funding, scheduling, discipline-specific
content and pedagogy, and the integration of technology.
- What is the necessary support that teachers need to take advantage
of professional development opportunities, such as release time,
funding, providing alternate means of instruction (e.g., substitute
teachers, etc.), college/university/CEU credit, and reward?
- When is the optimal time for offering professional development
opportunities: during the school day, after school, on weekends,
during the summer?
- What is the ideal content for professional development opportunities
to support the maintenance and improvement of language, pedagogical,
and cultural skills?
- Who determines professional development needs: the teachers,
department chairs, supervisors, school administrators, and/or
a combination of these?
- How and where will the necessary immersion experiences take
place: in immersion programs? abroad? in intensive language programs?
through community service?
- How should professional conferences best reflect and support
professional development needs?
- How can we ensure that the essential needs for the integration
of technology into foreign language teaching are available?
View ACTFL 2003 Report for
this group
To be considered by all working groups:
- How can technology best be used to implement teacher preparation,
internship, induction, and professional development?
- What are some existing programs that can serve as models to
address and exemplify best practices for each of the four categories?
- How can professional organizations best support the initiatives
that will be undertaken for teacher development?
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